Unit 2 Period 2 Section A (2a–2f)教学设计-2025-2026学年人教版七年级下册英语

Unit 2 No Rules, No Order Period 2 Section A (2a–2f) Grade: 7 Time: 45 minutes Materials: Textbook, multimedia (PPT with audio, images), whiteboard --- Ⅰ. Teaching Objectives 1. Knowledge Objectives · To understand and use new vocabulary in context: lend, sweet, snack, mobile phone, turn off, locker, of course. · To distinguish and correctly use must/mustn’t (prohibition/strong obligation) and have to (external rule/necessity) when talking about school rules. · To master functional expressions for explaining rules: Can we...? No, we can’t. We have to... / We mustn’t... 2. Ability Objectives · To extract specific information (keywords, rules) from a dialogue between two students. · To role-play a conversation about school rules with appropriate stress and intonation. · To summarize the main ideas of a dialogue orally and discuss rules in pairs using target language. 3. Emotional & Moral Objectives · To deepen the understanding that rules help create a safe, orderly, and respectful learning environment. · To encourage a sense of personal responsibility and respect for shared regulations. --- Ⅱ. Key & Difficult Points · Key Points: 1. Using mustn’t and have to to express prohibition and obligation in the context of school rules. 2. Understanding and accurately reproducing the dialogue in 2a. · Difficult Points: 1. Differentiating between must and have to in affirmative sentences (focus on have to for external rules in this lesson). 2. Using modal verbs naturally in self-generated dialogues about rules. --- Ⅲ. Teaching Procedures Step 1: Lead-in & Review (5 minutes) · Greeting & Rule Recall: T: Good morning, class! Yesterday we talked about school rules. Let’s play a quick “Rule Flash” game. I say an action, you say “Can” or “Can’t.” Ready? “Run in the hallway?” (Ss: Can’t!) “Listen to the teacher?” (Ss: Can!) · Introduce Today’s Topic: T: Well done! Today, we’ll meet Tom, a new student. He’s learning school rules from Lily. We’ll listen to their conversation and practice talking about rules just like they do. Step 2: Pre-listening – Setting the Scene (2a – 5 minutes) · Predict from the Picture: T: Please open your books to page 11. Look at the picture in 2a. Who do you see? Where are they? What might they be talking about? Discuss with your partner for one minute. · First Listening – Gist (Keywords): T: Now, listen to their first conversation. Just circle the colored words you hear. (Play 2a audio.) · Check & Vocabulary Preview: Confirm answers. Briefly pre-teach/check: lend (to give something for a short time), locker (show a visual), mobile phone. Step 3: While-listening – Detail Focus (2b & 2c – 12 minutes) · Listening for Specific Rules (2b): T: Now, Tom is taking notes. Listen to the whole conversation carefully and complete Tom’s notes in 2b with the exact words you hear. (Play full 2a–2b audio.) · Pair Check: Students compare answers. · Class Feedback: Write the three key sentences on the board: 1. We cannot eat snacks in class. 2. We must not bring our mobile phones to class. 3. We have to turn them off and keep them in our lockers. · Reading for Deep Understanding (2c – 6 minutes): T: Now, read the conversation in 2b silently. Then, with your partner, answer these two core questions: 1. Why does Tom need to know the rules? 2. What are the two main rules Lily explains? · Brief Discussion: T: Why do you think these two rules are important? (E.g., snacks cause mess/distraction; phones disturb learning.) Step 4: Post-listening – Consolidation & Production (2d & 2e – 13 minutes) · Summarizing (2d – 5 minutes): T: Now, in your own words, tell your partner what the conversation was about. Use your notes. Prepare a two-sentence summary in two minutes. · Invite 1–2 students to share. Provide a model if needed: “Tom is new. Lily tells him two important rules: no eating snacks in class, and no mobile phones in class.” · Pronunciation & Role-play (2e – 8 minutes): · Listen and Imitate: Play the conversation again. Students follow silently, focusing on stress and intonation, especially in sentences with mustn’t and have to. · Controlled Practice: In pairs, students practice the dialogue, aiming for accurate pronunciation and fluency. · Confident Presentation: Invite 2–3 volunteer pairs to perform. Encourage the class to listen for clear rule expressions. Step 5: Language Extension & Personalization (2f – 8 minutes) · Controlled Practice: T: Look at the useful expressions in 2f. Let’s make some true sentences about our own school. · Teacher models: “In our school, we have to wear uniforms every day.” “We mustn’t be late for morning reading.” · Pair Creation & Discussion: T: Now, with your partner, choose two school rules and create a short dialogue similar to Tom and Lily’s. Use the expressions. You can talk about library, canteen, or PE class rules. · Example: A: Can we talk loudly in the library? B: No, we can’t. We have to keep quiet. · Quick Share: Invite 1–2 pairs to present. Step 6: Summary & Homework (2 minutes) · Summary: T: Today, we helped Tom learn the rules. Remember: we use mustn’t for things that are forbidden, and have to for things the rules require us to do. Both help keep our school a great place to learn. · Homework: 1. Consolidation: Copy the two rules about mobile phones from the dialogue and translate them into Chinese to compare mustn’t and have to. 2. Application/Preview: Observe one rule at home and write it in English (e.g., I have to finish homework before dinner. / I mustn’t play games too late.). Be ready to share next class. --- Ⅳ. Blackboard Design ``` Unit 2 No Rules, No Order Period 2: Learning the Rules with Tom New Words: lend, locker, mobile phone, snack, turn off Key Rules from the Talk: 1. We cannot eat snacks in class. 2. We must not bring mobile phones to class. 3. We have to turn them off and keep them in lockers. Talking about Rules: - Asking: Can we ...? - Answering: No, we can’t. We have to... / We mustn't... ``` --- Ⅴ. Teaching Reflection (Post-Lesson Notes) · Objective Achievement: Could students clearly restate the two main rules from the dialogue? Did they use mustn’t and have to accurately during the role-play? · Difficulty Handling: Was my explanation of the difference between must and have to effective? Would a simple contrast (e.g., must = I think it’s necessary; have to = the school says it’s necessary) be clearer? · Activity Effectiveness: Did students create meaningful dialogues in 2f, or did they merely imitate? Was the time sufficient? · Improvement Plan: Should I start the next lesson with a “Rule Quick Check” activity (using pictures for Q&A) to reinforce today’s sentence patterns? 学科网（北京）股份有限公司 $